Analysis of Students' Cognitive Structure through the Assimilation and Accommodation Framework on Work and Energy Material

Triono Sandi; Sri Purwaningsih; Muhammad Haris Effendi Hasibuan

doi:10.25273/jpfk.v10i1.19856

Analysis of Students' Cognitive Structure through the Assimilation and Accommodation Framework on Work and Energy Material

Triono Sandi, Sri Purwaningsih, Muhammad Haris Effendi Hasibuan

Abstract

This study aims to find out how the cognitive structure and problem-solving of high school students in business materials and energy based on the framework of assimilation and accommodation. The method used is a mixed research method with an explanatory sequential design. Data collection was carried out on 53 students in class X using diagnostic test instruments in a five-tier format, then continued with the provision of description tests and interviews to three research subjects with different comprehension categories. The test results showed that students' understanding of concepts was 30.2% in the energy change sub-material, and 52.8% in the non-understanding of concepts in the relationship between potential, kinetic and mechanical energy. Meanwhile, the misconception of the concept was known at 23.6% where students considered the amount of effort to depend on the length of the trajectory taken. Solving problems of subjects with different comprehension categories showed that all three subjects had a less coherent local cognitive structure. Subjects with a conceptual understanding category (S3) have a better assimilation process than subjects with a non-conceptual category (S2). However, it was found that there were subjects with a misconception category (S1) who could solve problems through the assimilation process from beginning to end, this shows that the assimilation process can occur when the subject has the same knowledge scheme as the problem at hand. The accommodation process shows that the subject has a different knowledge scheme with new information/problems faced, especially in mathematical calculations and foreign terms. This is due to associative thinking, intuition and incomplete reasoning.

Keywords

struktur kognitif, usaha, energi, asimilasi, akomodasi

References

Agayon, A. J. D., Agayon, A. K. R., & Pentang, J. T. (2022). Teachers in The New Normal : Challenges and Coping Mechanisms in Secondary Schools. Journalof Humanities and Ducation Development, 4(1), 67–75.

Aldianisa, E. T., Huda, N., & Effendi-Hsb, M. H. (2021). Analisis Miskonsepsi Siswa dalam Menyelesaikan Soal Pecahan Berdasarkan Kerangka Kerja Asimilasi dan Akomodasi di MTsN 4 Kerinci. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(3), 2141–2151. https://doi.org/10.31004/cendekia.v5i3.737

Chabibah, L. N., Siswanah, E., & Tsani, D. F. (2019). PYTHAGORAS : Jurnal Pendidikan Matematika , 14 ( 2 ), 2019 , 199-210 Analisis kemampuan pemecahan masalah siswa dalam menyelesaikan soal cerita barisan ditinjau dari adversity quotient. 14(2), 199–210.

Dessella, I. R., Sutopo, & Wartono. (2018). Identifikasi Kesulitan Siswa SMA pada Materi Usaha-Energi. Momentum: Physics Education Journal, 2(1), 15. https://doi.org/10.21067/mpej.v2i1.2370

Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research, 10(2), 1–58. https://doi.org/10.1103/PhysRevSTPER.10.020119

Erwinsyah, H., Muhassin, M., & Asyhari, A. (2020). Pengembangan four-tier diagnostic test untuk mengetahui pemahaman konsep peserta didik pada materi gerak lurus. Jurnal Pendidikan Fisika Dan Keilmuan (JPFK), 6(1), 1. https://doi.org/10.25273/jpfk.v6i1.5125

Fatonah, U., Maison, M., & Hidayat, M. (2022). Development of Five-Tier Diagnostic Test to Identify Misconception in Rigid Body Equilibrium. Berkala Ilmiah Pendidikan Fisika, 10(2), 199. https://doi.org/10.20527/bipf.v10i2.13077

Fiorella, L., & Pilegard, C. (2021). Learner-generated explanations: effects on restudying and learning from a multimedia lesson. Educational Psychology, 41(1), 45–62. https://doi.org/10.1080/01443410.2020.1755829

Handhika, J., Sasono, M., Huriawati, F., Maisaroh, M., & Aritonang, J. (2023). Development of An Instrument to Test Understanding Kinematic Concepts. Jurnal Pendidikan Fisika Dan Keilmuan (JPFK), 9(2), 79–86. http://doi.org/10.25273/jpfk.v9i2.17978

Inggit, S. M., Liliawati, W., & Suryana, I. (2021). Identifikasi Miskonsepsi dan Penyebabnya Menggunakan Instrumen Five-Tier Fluid Static Test (5TFST) pada Peserta Didik Kelas XI Sekolah Menengah Atas. Journal of Teaching and Learning Physics, 6(1), 49–68. https://doi.org/10.15575/jotalp.v6i1.11016

Keeley, P. (2015). Teaching for Conceptual Understanding in Science. In Teaching for Conceptual Understanding in Science. https://doi.org/10.2505/9781938946103

Khasanah, N. (2021). Analisis kemampuan pemecahan masalah matematis siswa quitters ditinjau dari kemam- puan metakognitif. PYTHAGORAS : Jurnal Pendidikan Matematika, 16(1), 44–58.

Maison, Lestari, N., & Widaningtyas, A. (2020). Identifikasi Miskonsepsi Siswa pada Materi Usaha dan Energi. 6(1), 32–39. https://doi.org/10.29303/jppipa.v6i1.314

Makhrus, M., & Hidayatullah, Z. (2021). Detecting Student Misconceptions about Physics Using Three Tier Diagnostic Test with Analysis Certainty of Response Index. Jurnal Pendidikan Fisika Dan Keilmuan (JPFK), 7(1), 23. https://doi.org/10.25273/jpfk.v7i1.8503

Mariano-dolesh, M. L., & Collantes, L. M. (2022). Mindset and Levels of Conceptual Understanding in the Problem-Solving of Preservice Mathematics Teachers in an Online Learning Environment. 21(6), 18–33.

Maulyda, M. A., Hidayati, V. R., & Rosyidah, A. N. K. (2019). Problem-solving ability of primary school teachers based on Polya ’ s method in Mataram City. Phythagoras : Jurnal Pendidikan Matematika, 14(2), 139–149.

Miles, M. B., Huberman, A. M., & Saldana, J. (n.d.). Qualitative Data Analysis : A Methods Sourcebook.

Misbah, M., Trisnowati, E., Rahim, A., & Zb, A. (2022). Investigating Problem Solving and Mathematical Connections in Solving the Fermi-Dirac Equation. International Journal of Education and Teaching Zone, 1(2), 106–115. https://doi.org/10.57092/ijetz.v1i2.36

Mufit, F., & Puspitasari, R. (2020). Meta-Analysis of the Effect of Cognitive Conflict on Physics Learning. 6(2), 267–278.

Pentang, J. T. (2021). Socio-Constructivist Learning and Teacher Education Students ’ Conceptual Understanding and Attitude toward Fractions. 5(1), 23–44.

Resbiantoro, G., Setiani, R., & Dwikoranto. (2022). A Review of Misconception in Physics: The Diagnosis, Causes, and Remediation. Journal of Turkish Science Education, 19(2), 403–427. https://doi.org/10.36681/tused.2022.128

Soeharto, Csapó, B., Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A review of students’ common misconceptions in science and their diagnostic assessment tools. Jurnal Pendidikan IPA Indonesia, 8(2), 247–266. https://doi.org/10.15294/jpii.v8i2.18649

Sofna, A., Sakinah, Y., & Pentang, J. T. (2023). Analysis of Student Learning Interest In Physics Subject In Force Material. 2(1), 1–2.

Sutopo. (2016). Student S ’ Understanding of Fundamental Concepts of Mechanical Wave Pemahaman Mahasiswa Tentang Konsep-Konsep. Jurnal Pendidikan Fisika Indonesia 12, 12(5), 41–53.

Utami, P., Kadir, K., & Herlanti, Y. (2021). Meta-Analisis Pembelajaran Kooperatif di Indonesia. Jurnal Inovasi Pendidikan IPA, 7(1), 106–115. https://doi.org/10.21831/jipi.v7i1.39574

Wadana, R. W., & Maison. (2019). Description students’ conception and knowledge structure on electromagnetic concept. Journal of Physics: Conference Series, 1185(1). https://doi.org/10.1088/1742-6596/1185/1/012050